Proposta de sequência didática sobre eletrostática para o ensino médio utilizando experimentos e simuladores inspirada na teoria da aprendizagem significativa

Abstract

The present work brings a proposal of didactic sequence, about the main concepts of electrostatics, for a class of the 3rd year of High School. For the construction of this sequence, we were inspired by the Theory of Meaningful Learning using different instruments. The main objective of this work is, besides developing, applying and analyzing this sequence, in order to verify if it helped students in a potentially significant learning of electrostatic concepts, seeking to correlate theory and practice. For data collection, we applied a pre-test, in order to analyze the students' previous knowledge. This first analysis showed us that part of the students partially described some concepts of Electrostatics, with that we used some of these concepts as potential previous organizers. After the application of the pre-test, we developed and applied the sequence of classes that was composed of 9 lessons of 55 minutes and divided the application of this sequence into the following steps: survey of previous knowledge, initial discussion on the most general concepts of electrostatics, deepening of the concepts initially discussed, post-test and opinion poll. During the application we use different instruments (texts, simulators and experiments). Regarding the experiments, we built and used a Tesla Coil and a Lightning Rod. Finally, with the application of the post-test, our intention was to verify whether the sequence was able to enhance students' understanding of the main concepts of Electrostatics. The results show that there was an improvement in the percentage of correct answers in the post-test when compared to the pre-test, which may indicate that there was a potentially significant learning of some concepts discussed.